Three Ideas of the University

What is a university? In the nineteenth century John Henry Newman famously spoke of “the idea of a university.” This phrase has dominated all discussions of the nature of the university since. Most contemporary writers are against any attempt to theorise the university in terms of a single idea. But against the now standard view that universities should only be characterised empirically as institutions that perform many different activities, I attempt to defend the idea of the university, not by reviving a single idea of the university but by suggesting that there are, at root, three ideas of the university. These are rival ideas, and strictly incommensurable, though they often exist together in a state of tension in actual universities. I call them the eternal, the immortal, and the immediate ideas of the university.     

Developing trainee teacher practice with geographical information systems (GIS)

There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees’ understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.     

The Leeds and Yorkshire Geographical Society c. 1902–17

The Leeds and Yorkshire Geographical Society was one of ten 'provincial' geographical societies in England and Scotland established between 1884 and 1910, of which five were in the North of England. It was conceived in about 1902, formally founded in 1908, but had ceased to exist after 1917. Virtually nothing has been discovered hitherto of the Leeds society's history, functions and contexts. This essay examines the evidence for its conception, inauguration, programmes of activity, and the broader local/civic, national and global contexts within which it operated. Its brief history sheds light upon: the need for commercial information to promote trade in an imperial context; the development of geographical thought in Britain and Western Europe; finally, popular curiosity about new geographical information and ideas promoted by geographical exploration and discovery. Comparison is made with the activities of other English ‘provincial’ geographical societies, particularly those in the North of England. The new evidence derives from papers in the West Yorkshire Archive Service Leeds, the archives and publications of the Royal Geographical Society, and the programmes of meetings promoted via the Society itself and the Leeds Institute, housed in Leeds Central Library, together with reports and advertisements in local newspapers.     

教育管理发展需要的评估

教育管理发展需要的评估是影响教育管理目标达成的要素。本文在分析教育管理与评估的内涵及其关系的基础上,提出教育管理发展需要做好评估工作的具体措施和办法,以使管理向着更高层次发展。     

陕西乡村聚落分布特征及其演变

本文在探讨陕西三大地区乡村聚落宏观分布的基础上,对各地区传统的农业乡村聚落的形成及发展的空间类型、原因作了比较研究,同时,总结了目前乡村聚落的一些空间演变趋势。     

Autobiographische Darstellung des Lebensganges und des wissenschaftlichen Lebenswerkes 1

ABSTRACT

Few maps mirror the history of the twentieth century as closely as the International Map of the World (IMW). A proposal for a map of the entire globe on a scale of 1:1 million, using standard conventional signs, was presented at the Fifth International Geographical Congress in Berne in 1891 by the German geographer Albrecht Penck. More than two decades later, the final specification was finally published shortly before the outbreak of the First World War, a crisis that brought a halt to the international collaboration on which the project depended. The IMW’s fortunes waxed and waned over the next three decades, necessitating a major review of its continuing value after the Second World War. A new IMW Executive Commission under the chairmanship of John Kirtland Wright, Director of the American Geographical Society, was established at the 1949 Lisbon conference of the International Geographical Union. Drawing on Wright’s correspondence in the AGS archives, this paper examines the debates between the national cartographic agencies and related societies involved in the future of the IMW, with particular reference to the transfer of the project’s Central Bureau from the British Ordnance Survey in Southampton to the United Nations in New York in the early 1950s. This discussion, which focused mainly on the need to combine the IMW with an internationalized version of the US-dominated 1:1 million World Aeronautical Chart, reveals the on-going tensions between the ideals of scientific internationalism embodied in the IMW’s original proposal and the harsh realities of national self-interest in the early years of the Cold War.     

唐代科举与历史教育

唐代统治者十分重视总结、借鉴历史经验,并自觉地将其运用到治理国家的政治实践中,确立了以经史为主要内容的科举考试制度。唐代科举考试中历史内容十分丰富,极大地促进了历史教育的传播,推动了历史教育的发展,对当前历史教育的开展具有一定的借鉴意义。     

Learning to be a man: public schooling and apprenticeship in late medieval Manosque

This article looks at teachers' contracts and apprenticeship contracts from the Provençal town of Manosque. It argues that, in late medieval Manosque, education was institutionalised and gendered. Manosquin society implemented formal systems in order to inculcate a particular type of masculine identity. This identity, a function of the growing burgher class of townsmen, was driven by rapid urban expansion, economics, and secularisation. This article demonstrates how gender acquisition took place. It also explores in detail the form and content of secular schooling for young boys and apprenticeship for adolescents.     

明末清初嘉湖平原的专业化桑园及其生态经济环境

明末清初的嘉湖平原由于内部微地形条件的差异,形成了以崇德、桐乡为中心的专业桑园集中区域,产生了适应当地生态环境的专业化桑园经营模式。专业化桑园的形成,是高度繁荣的蚕业经济对嘉湖平原内部地理环境适应的结果。专业化桑园经济的发展对当地的地貌景观带来很大程度的改变。     

青藏高原三江源地区教育可持续发展的政府公共政策选择

新中国成立60年特别是改革开放以来,在党和政府的大力扶持下,青藏高原三江源地区的教育事业获得了前所未有的发展。但是由于地处高寒牧区,至今仍面临着非同一般教育所面临的问题和困难,这决定了该地区教育的发展要付出比内地教育更多的努力,面对更多不利因素的影响,采取更加特殊的、灵活的政策和措施。本文着重从政府公共政策层面对该地区教育的可持续发展问题进行探讨。